The quality of life of people with disabilities is largely influenced by their access to information. Good communication with state authorities is the key to knowing state regulations regarding this access, proposing their improvement, and monitoring their application in society. By using a convenient sample of 89 persons with disabilities, this study examined the extent to which the participants were familiar with these regulations, and whether this familiarity could be explained in terms of the quality of the participants’ communication with state authorities concerning their access to information, as well as several background variables regarding the participants, including their gender, age, and educational level completed. It was found that the majority of participants were not familiar with these regulations. Path analysis evidenced the positive and significant direct influence of communication quality on familiarity with regulations (0.356, p < 0.01), with the former positively influenced by age (40–49) and educational level completed (upper-secondary) to a significant degree (corresponding regression weights were 0.432, p < 0.01, and 0.171, p < 0.05, respectively). The path model applied could explain 12.7% of the variability of the familiarity in question. Implications for research and practice are included.

Access to information is key for improving the position of persons with disabilities in society. Familiarity with state regulations regarding access to information could be influenced by communication with state authorities concerning the rights of persons with disabilities, especially access to information. Familiarity with these regulations and the specified communication with state authorities might be affected by a number of background variables, such as age and education completed. To clarify relations among these variables, which would enable state authorities and other relevant institutions to define and implement policies that might improve matters, there is a need to prepare and analyze appropriate datasets concerning them. This paper describes such a dataset, preliminary in nature, obtained from answers to part of a questionnaire administered to persons with disabilities living in Serbia. Persons with innate or acquired physical and/or sensory disability were included in the research. This dataset contains raw data of nine variables, as well as analyzed data of ten variables derived from most of the raw data. Besides correlative analyses, the dataset was previously analyzed using PLS (partial least squares) path modeling. To reuse the dataset, a path model with Bayesian estimations may be applied, whose outcomes for different model priors (prior distributions) may be compared to those of the PLS path modeling. The dataset also contains data of two variables that may be included in further research.

The presence and increasing influence of artificial intelligence (AI) in modern society and its already acknowledged potential for transforming educational practice demand a thorough and systematic study of the implications of its use in the entire educational system, aa well as in the context of certain school subjects and curricula. This paper covers the theoretical and empirical frameworks for analyzing positive and negative aspects of AI integration into education, with a special focus on religious education. In the theoretical segment, AI possibilities and challenges are analyzed in the context of today's teaching process, while the empirical part of the research is focused on analyzing the aspects of AI application in the organization of the teaching process for the optional subject Religious Education. By identifying advantages and challenges in the application of this technology, AI possibilities are considered in detail as an auxiliary instrument for preparing Religious Education lessons in the primary school. For that purpose, the answers generated by ChatGPT application were compared with the subject teacher's experience about the lesson preparation, whereas apart from content overlapping, deviation was also observed in the quality of certain generated answers. Through a critical review of the current situation in AI use in education, this paper offers a general estimate of the current situation, recognizing the importance of further development and adaptation of pedagogical practices to AI possibilities.

The integration of artificial intelligence (AI) into assistive technologies represents a transformative advancement in enhancing the quality of life for persons with disabilities. This paper explores the multifaceted applications of AI, from aiding daily activities and providing personalized medical care, to improving social and emotional well-being. By examining AI-powered tools such as text readers, robotic assistants, and communication aids, the study highlights how these technologies facilitate independence and better healthcare outcomes. A survey from 2022 focusing on Serbia explores how many basic digital literate persons with disabilities use AI-based communication aids, and how many are aware that AI is following their everyday activities. The study reveals a possibility of future high usage rates and positive impacts on persons with disabilities in Serbia. About 24.32% of them already utilize AI-based communication tools, mostly audio and text processing tools. In this paper we underscore AI’s potential to foster inclusivity and independence, which is an important topic that should be emphasized in the society today.